研究開発段階の環境ストレス耐性遺伝子組換えユーカリの半開放系環境における特性評価法に関する研究

筑波大学 (University of Tsukuba)201

English language learner autonomy in the Vietnamese higher education context: enabling factors and barriers arising from assessment practice

Learner autonomy has gained particular attention in Vietnamese higher education since a major education reform launched in 2005. Although a number of studies have been conducted to investigate the concept in the Vietnamese higher education context, most of them have focused on exploring teachers’ and students’ perceptions and beliefs around the concept of autonomy (T. V. Nguyen, 2011; Dang, 2012; Humphreys & Wyatt, 2013; T. N. Nguyen, 2014), and on the possibility of promoting it in Vietnamese universities (Trinh, 2005; L. T. C. Nguyen, 2009; Q. X. Le, 2013; Phan, 2015). There appear to be no studies on the demonstration of learner autonomy and the potential factors, including factors relating to assessment practice, that support or inhibit its demonstration in the Vietnamese higher education context. Building on a social constructivist paradigm and sociocultural theories of learning, this qualitative case study aims to investigate the demonstration of learner autonomy in the context of assessment in English as a foreign language (EFL) classes in a university in Vietnam, and the (potential) factors in assessment that facilitate or constrain the demonstration of learner autonomy in that context. The data were collected through participant observation of teachers’ and students’ practices in three EFL classes at the university during a complete semester, one-on-one semi-structured interviews with three teachers and sixteen students, and post-observation interviews with the three teachers and their students. Additional data which characterised the context of the study were gathered and included documents at the researched university relating to higher education policies, assessment policies, English teaching and learning policies, EFL curriculum and syllabus, test samples, and English teaching textbooks. The study found that students generally demonstrated a low level of autonomy in the classroom despite their positive attitude towards the concept and their awareness of its role in English learning. Primary contributing factors included negative washback of current assessment systems on teaching and learning practices, prescribed assessment practices in the class, teachers’ and learners’ limited and divergent understanding about the concept of learner autonomy, and their limited understanding about the role of assessment in learning in general and in learner autonomy promotion and development in particular. The study also found that students who stated that English was relevant to their personal needs were generally more autonomous outside of the classroom than inside it. Findings from this study support the view that learner autonomy reflects the relationship between learners and the learning environment, and is an emergent product of the interaction between learners and contextual factors including their teacher, their peers, the learning task, class rules and values, and university values and regulations. The study’s findings are significant, as they highlight the social dimension of learner autonomy and the importance of facilitating favourable conditions for teachers to provide learner autonomy and for learners to manifest it. The study also highlights the need to reconsider assessment practices to promote learner autonomy.Thesis (Ph.D.) -- University of Adelaide, School of Education, 201

The Effects of Collaborative Learning on Young ESL Learners’ L2 Anxiety and Speaking Performance

Foreign Language Anxiety (FLA) is one of the issues of interest attracting researchers in recent decades. However, while collaborative learning introduced a prospective tool for FLA, it has not been much researched in the L2 classroom context, particularly in Vietnam. This paper focuses on using collaborative learning to reduce foreign language anxiety and enhance the L2 speaking performance of young learners at an English center in Ho Chi Minh City. A combination of tools, including Aydin et al.’s (2017) Children Foreign Language Anxiety Scale (CFLAS) for the pre-tests and post-tests, the teacher’s diary, and follow-up interviews, was used to measure the changes in learner’ FLA level and speaking performance. After five-week implementations, these learners’ FLA was slightly alleviated, and their speaking performance was improved using a collaborative learning approach. Moreover, learners were found to have positive attitudes and experience with learning in the new approach. These findings implied that collaborative learning could be a potential treatment to help L2 learners uncover their anxious selves and find more confidence in using the target languag

Impacts of flood on health: epidemiologic evidence from Hanoi, Vietnam

Vietnam is one of the most disaster-prone countries in the world. The country suffers from many kinds of natural disasters, of which the most common and serious one is flooding. Long and heavy rainfall during the last days of October and the first week of November 2008 resulted in a devastating flood unseen for over three decades in the capital city of Hanoi. It caused a substantial health impact on residents in and around the city and compromised the capacity of local health services. The aim of this study is to ascertain the vulnerability and health impacts of the devastating flood in Hanoi by identifying the differences in mortality, injuries, and morbidity patterns (dengue, pink eye, dermatitis, psychological problems, and hypertension) between flood affected and non-affected households. A cross-sectional study was carried out involving 871 households in four selected communes (two heavily flood affected and two comparatively less affected) from two severely flooded districts of Hanoi. Participants were interviewed and information collected on the social, economic, and health impacts of the devastation within 1 month after the flood. The self-reported number of deaths and injuries reported in this study within 1 month after the heavy rainfall were a bit higher in severely affected communes as compared to that of the less affected communes of our study. The findings showed higher incidences of dengue fever, pink eye, dermatitis, and psychological problems in communes severely affected by flood as compared to that of the controlled communes. For people in flood prone areas (at risk for flooding), flood prevention and mitigation strategies need to be seriously thought through and acted upon, as these people are exposed to greater health problems such as psychological issues and communicable diseases such as pink eye or dermatitis

Collaboration Between Social Workers and Educational Forces in Schools: Advantages, Objectives, Content, and Form

Cooperation between social workers and educational forces in high schools is viewed as a two-way cooperative effort to assist learners needing intervention. Intervention, emergency support for teachers or students needing intervention or assistance; Organize events to promote student development, community integration, and assistance for teachers and parents in need. The evaluation criteria for the cooperation between social workers and educational forces are based on four coordination components. Includes four scales evaluating the advantages, objectives, contents, and form of cooperation between high school social work personnel and educational agencies. A review of the cooperation between social work personnel and educational forces in high schools is gaining interest, although no research has been conducted on this topic. According to research findings, coordination between social work personnel and educational forces in high schools has been formed, albeit to a low and inconsistent degree across activities. The institution must perfect the organizational structure of its operations, management, and social work divisions. Furthermore, when coordinating with educational forces, social work personnel must emphasize the benefits of cooperation with educational forces. In addition, social workers must be adaptable between forms and activities according to the conditions and nature of their work.Ho Chi Minh City University CS.2021.19.4

Microscopic Observation Drug Susceptibility Assay (MODS) for Early Diagnosis of Tuberculosis in Children

MODS is a novel liquid culture based technique that has been shown to be effective and rapid for early diagnosis of tuberculosis (TB). We evaluated the MODS assay for diagnosis of TB in children in Viet Nam. 217 consecutive samples including sputum (n = 132), gastric fluid (n = 50), CSF (n = 32) and pleural fluid (n = 3) collected from 96 children with suspected TB, were tested by smear, MODS and MGIT. When test results were aggregated by patient, the sensitivity and specificity of smear, MGIT and MODS against “clinical diagnosis” (confirmed and probable groups) as the gold standard were 28.2% and 100%, 42.3% and 100%, 39.7% and 94.4%, respectively. The sensitivity of MGIT and MODS was not significantly different in this analysis (P = 0.5), but MGIT was more sensitive than MODS when analysed on the sample level using a marginal model (P = 0.03). The median time to detection of MODS and MGIT were 8 days and 13 days, respectively, and the time to detection was significantly shorter for MODS in samples where both tests were positive (P<0.001). An analysis of time-dependent sensitivity showed that the detection rates were significantly higher for MODS than for MGIT by day 7 or day 14 (P<0.001 and P = 0.04), respectively. MODS is a rapid and sensitive alternative method for the isolation of M.tuberculosis from children

Review of Literature of Faculty Motivation for Doing Research in Universities

Faculty research in the universities plays a very important role in the education and development of every country in the world. The purpose of this research is to review studies in this field, different approaches in studies, and fundamental theories used for studies. The results obtained from the literature review show that many scholars have conducted researches on the determinants influencing the faculty productivity to do research. Most of studies apply the theories of working motivation. However, not many scholars conduct research on the faculty motivation to do research. The final result of this research provides follow-up suggestions for studies of the motivation for conducting research on the side of lecturers, thereby guiding managers to enhance faculty motivation to do research. Keywords: Motivation, productivity, research, lecturer/faculty. DOI: 10.7176/EJBM/11-20-10 Publication date:July 31st 201

Biosafety knowledge and perception among medical laboratory students: a cross-sectional study at a medical university in Vietnam

Introduction: Medical students have to deal with biohazards in laboratories during undergraduate studies and intensive practice in hospitals. Unsafe operators can result in an outbreak of biohazardous pathogens to healthcare workers, the community, and the environment. However, the most common risk factors for laboratory accidents are a lack of perception and knowledge of biosafety and laboratory safety management. This study aimed to assess knowledge and factors influencing the biosafety practices of medical students at Hanoi Public Health University, Vietnam Methods: A cross-sectional study was conducted to assess the biosafety knowledge of all 286 students majoring in a medical laboratory at HUPH from December 2021 to February 2022. Ethical clearance was obtained from the Ethics Committee of Hanoi University of Public Health. The questionnaire has been created based on WHO biosafety guidelines with some modifications according to the local context. The data were collected by face-to-face interviews Results:: Out of the 286 students invited to complete a biosafety questionnaire, 68.6% of students recognized the fundamental principles of biosafety. Additionally, 76.2% and 91% of students correctly identified risk factors and danger signs in the laboratory, respectively. Furthermore, 79.8% of students provided accurate answers to biosafety laboratory troubleshooting questions. Notably, academic performance, students’ year of study, and average scores in biosafety courses had significantly related to the biosafety knowledge. Gender factors and academic performance were related to the rate of obtaining precise knowledge about incident handling and preventing risk factors in the laboratory. Conclusion: The passed rate of biosafety knowledge among medical laboratory students at the University of Public Health was 68.6%. Factors such as the student's school year, academic performance, average score in the biosafety course number of internships in hospitals significantly affected their biosafety and troubleshooting knowledge in the laboratory